A longitudinal investigation of oral narrative skills in children with mixed reading disability

Westerveld, Marleen F.; Gillon, Gail; Moran, Catherine

doi:10.1080/14417040701422390

Cited by 28 publications

(26 citation statements)

References 30 publications

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“…Although the results of our experiment generally coincide with the findings of previous studies in dyslexic narrative language (Plaza 2000, Westerveld et al 2008, the linguistic deficit in our dyslexic group was not as dramatic as initially expected. In the first session when performing the relatively easy task, i.e.…”

Section: Discussionsupporting

confidence: 81%

“…Similarly, narrative limitations found in dyslexics have usually been recognized in the scope of narrative language weakness (Davenport et al 1986, Westerveld et al 2008. However, according to the resource deficit hypothesis, the core limitations in dyslexics are caused by non-linguistic factors, namely by a cognitive resource deficit (van der Schoot et al 2000, Kibby et al 2004.…”

Section: Discussionmentioning

confidence: 99%

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Narrative production weakness in Russian dyslexics: Linguistic or procedural limitations?

Корнев

Balčiūnienė

2015

ERYa

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Abstract. The study deals with the impact of non-linguistic factors on narrative production in Russian-speaking dyslexic children. The experimental group consisted of 12 children (age 9-10) with dyslexia and the control group comprised 12 peers without any developmental disorders. The sample was counterbalanced from the perspective of narrative mode, story complexity, and task order. One of the classic methodologies for narrative analysis, i.e. story grammar, was extended in our study by a novel dynamic approach, enabling us to evaluate procedural features of narrative production.The results of our study highlight limitations in dyslexic narrative language underlined by two different causes. The first one can be defined as inefficiency in developing logical (temporal/causal) relationships between events; the other is difficulties in structuring an episode description. The high flexibility and dynamic changes in the episode structure in dyslexics anticipated the evidence that limitations in dyslexic narrative language are related to the deficit in procedural functions rather than to the primary language limitations; however, linguistic shortcomings in dyslexic narrative production still remain.Our experience with the dynamic approach to narrative assessment lends support to its value as a research tool. The novel dynamic approach to episode completeness analysis proved to be an effective and informative method that might highlight new mechanisms of narration and thus extend the classic narrative analysis by the addition of qualitative information.* Keywords: first language acquisition, language pathology, Russian * The research was carried out with the financial support of the Russian Foundation for Humanities, grant No. 14-04-00509 Formirovanie jazykovyh podsistem u detej s normoj i otstavaniem v razvitii reči: korpusnoe i èksperimental'noe issledovanie tekstov [Development of linguistic sub-systems in typically-developing and language-impaired children: Corpus-based and experimental study].

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Narrative production weakness in Russian dyslexics: Linguistic or procedural limitations?

Корнев

Balčiūnienė

2015

ERYa

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“…(Silliman 1989; Griffin, Hemphill et al 2004; Chang 2006) This is not only true for children developing language and literacy skills in a typical fashion, but also for children who have a reading disability. (Westerveld, Gillon et al 2008 Westerveld and Gillon 2010) Furthermore, deficits in oral narrative skills are found for a wide range of developmental disorders that affect children, including attention deficit hyperactivity disorder (Lorch, Milich et al 1998), Down Syndrome (Bird, Cleave et al 2008), language impairment (Copmann and Griffith 1994), learning disability (Schneider, Williams et al 1997; Wright and Newhoff 2001), and Williams syndrome. (Marini, Martelli et al 2010) Likewise, children with acquired disabilities, including traumatic and focal brain injury also show deficits involving narrative skills.…”

Section: Introductionmentioning

confidence: 99%

A 10-year longitudinal fMRI study of narrative comprehension in children and adolescents

et al. 2012

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Comprehension of spoken narratives requires coordination of multiple language skills. As such, for normal children narrative skills develop well into the school years and, during this period, are particularly vulnerable in the face of brain injury or developmental disorder. For these reasons, we sought to determine the developmental trajectory of narrative processing using longitudinal fMRI scanning. 30 healthy children between the ages of 5 and 18 enrolled at ages 5, 6, or 7, were examined annually for up to 10 years. At each fMRI session, children were presented with a set of five, 30s–long, stories containing 9, 10, or 11 sentences designed to be understood by a 5 year old child. FMRI data analysis was conducted based on a hierarchical linear model (HLM) that was modified to investigate developmental changes while accounting for missing data and controlling for factors such as age, linguistic performance and IQ. Performance testing conducted after each scan indicated well above the chance (p < 0.002) comprehension performance. There was a linear increase with increasing age in bilateral superior temporal cortical activation (BA 21 and 22) linked to narrative processing. Conversely, age-related decreases in cortical activation were observed in bilateral occipital regions, cingulate and cuneus, possibly reflecting changes in the default mode networks. The dynamic changes observed in this longitudinal fMRI study support the increasing role of bilateral BAs 21 and 22 in narrative comprehension, involving non-domain-specific integration in order to achieve final story interpretation. The presence of a continued linear development of this area throughout childhood and teenage years with no apparent plateau, indicates that full maturation of narrative processing skills has not yet occurred and that it may be delayed to early adulthood.

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“…Comprising distinct elements (e.g., setting, initiating event, plan, attempt, consequence, resolution), knowledge of story grammar at a young age has been shown to positively correlate with reading and writing achievement during the school‐age years (e.g., Griffin, Hemphill, Camp, & Wolf, ). Specifically, children who produce story retellings that include a greater number of story grammar elements perform higher on measures of language and reading skills than children who provide fewer story grammar elements (e.g., Fiorentino & Howe, ; Westerveld, Gillon, & Moran, ).…”

mentioning

confidence: 99%

Preschool children's exposure to story grammar elements during parent–child book reading

Breit-Smith

Kleeck²,

Prendeville

et al. 2016

Journal Research in Reading

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Twenty-three preschool-age children, 3;6 (years; months) to 4;1, were videotaped separately with their mothers and fathers while each mother and father read a different unfamiliar storybook to them. The text from the unfamiliar storybooks was parsed and coded into story grammar elements and all parental extratextual utterances were transcribed and coded for (1) their relationship to the story grammar elements found within the storybook, and (2) the natural strategies parents used to direct their children's attention to these elements. Children's overall exposure to story grammar elements during book reading was also explored for its relationship to their language abilities. Results indicated that parents focused significantly more on the resolution, attempt, and consequence compared to the initiating event and plan, and most frequently used the text and pictures as strategies for recruiting their children's attention to the story grammar elements within the book. In addition, the frequency of parental utterances related to story grammar elements was negatively correlated with children's language abilities. This study did not examine the complexity or depth of parental utterances related to story grammar elements. These findings provide initial evidence that children may derive their understanding of story grammar at least in part through their parents' extratextual discussions during parent-child book reading.Story grammar, a critical component of success in reading and writing, refers to the underlying structure of fictional stories in Western culture (Stein & Glenn, 1979). Comprising distinct elements (e.g., setting, initiating event, plan, attempt, consequence, resolution), knowledge of story grammar at a young age has been shown to positively correlate with reading and writing achievement during the school-age years (e.g.,

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A longitudinal investigation of oral narrative skills in children with mixed reading disability

Cited by 28 publications

References 30 publications

Narrative production weakness in Russian dyslexics: Linguistic or procedural limitations?

Narrative production weakness in Russian dyslexics: Linguistic or procedural limitations?

A 10-year longitudinal fMRI study of narrative comprehension in children and adolescents

Preschool children's exposure to story grammar elements during parent–child book reading

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